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Early Childhood Education. FCCLA Skill Events. To align with Education and Training Standards . To align with Early Learning and Development Standards . Purpose of Updates. ECE Skill Event Task Force. Resources. Can be used as a summative assessment for an SLO .
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Early Childhood Education FCCLA Skill Events
To align with Education and Training Standards • To align with Early Learning and Development Standards Purpose of Updates
Can be used as a summative assessment for an SLO • Broad enough to represent the overarching standards • Narrow enough to be measured Education and Training Standards
Early Learning and Development Standards ELDS Early Learning and Development Standards | Ohio Department of Education
Standard statement Domain strand topic Definitions of Early Learning and Development Standards
Description of Event Rating Sheet • Integration of Standards: Using lesson plan as a reference, if needed, explain how the extension activity is integrated with the chosen standard statements. • Areas of Development: Explain how the story and/or the extension activities addresses children’s growth in at least three of the following areas: cognitive, intellectual, emotional and social. • Developmentally Appropriate: Explain how the story and/or the extension activities address preschool children’s attention span and interest, meets the developmental level of the children and allows children to express creativity. • Adaptations or Accommodations: Identify a disability/differing need then explain one way that one activity could be adapted to meet the needs of a child with that disability or differing need. Alignment of Description of Event to Rating Sheet
Procedures for Language and Literacy Development Procedures for Curriculum Unit Development Plan an oral presentation to explain and discuss the development and utilization of the concept curriculum unit with children. Greet evaluators. Present folders to evaluators to review. Set up display while evaluators review unit plan. Introduce self and thematic unit. Describe each learning experience by identifying its’ domain, curriculum area, title and standard statement by referring to your unit plan and display board. Integration of Theme: Explain how the learning experiences helped children learn theme-related concepts. Participation and Response: Describe the children’s participation and response to each learning experience. Participant may interact with or demonstrate with materials from the display. Visuals or props used during the oral presentation must be returned within the dimensions of the display after handling. Areas of Development: Explain how the learning experiences show developmental growth by telling evaluators how each learning experience addresses children’s growth in at least one of the following areas: physical, cognitive, emotional, and social. Developmentally Appropriate: Explain one way one activity is developmentally appropriate for preschool children’s attention span and interest; meets the developmental level of preschool children; and allows children to express creativity. (These can be met through one to three activities.) Adaptation and accommodation: Identify a disability/differing need then explain one way one activity could be adapted to meet children’s special needs or individual differences. Answer evaluator’s questions completely and concisely at the conclusion of the presentation. Clean up materials while evaluators complete the score sheets. Plan an oral presentation of your story and extension activity. • Present each evaluator with a copy of the lesson plans in a folder or binder • Set up materials for story presentation and extension activity while evaluators review lesson plan. • Introduce self and school. • Identify story name and author. • Integration of Standards: Using lesson plan as a reference, if needed, explain how the story is integrated with the chosen standard statement. • Present theStory Lesson Plan to evaluators by involving them in the same way you would involve children. Story lesson plan demonstration must include motivation/opening, presentation of the activity and using the closing and transition. • Present theExtension Activity Lesson Plan to evaluators. Identify the Title of the Extension Activity. Explain or demonstrate the extension activity following the motivation/opening and procedures listed on plan. Involving the evaluators in the extension activity presentation is at the participant’s discretion. • Integration of Standards: Using lesson plan as a reference, if needed, explain how the extension activity is integrated with the chosen standard statements. • Areas of Development: Explain how the story and/or the extension activities addresses children’s growth in at least three of the following areas: cognitive, intellectual, emotional and social. • Developmentally Appropriate: Explain how the story and/or the extension activities address preschool children’s attention span and interest, meets the developmental level of the children and allows children to express creativity. • Adaptations or Accommodations: Identify a disability/differing need then explain one way that one activity could be adapted to meet the needs of a child with that disability or differing need. • Answer evaluator’s questions completely and concisely at the conclusion of the presentation.
Form expands as students type • Borders and Font can be manipulated • Clip Art or Photos may be added • All forms must stay within 3-5 pages including cover page and photos Fillable forms
Language and Literacy Development Description Sheet Language and Literacy Development Rating Sheet Language and Literacy Development Lesson Plans Language and Literacy Development
Very similar to previous event • Need to identify standard statement for story plan during introduction • Identify one differing need and explain accommodation or modification New Rules and Procedures for Language and Literacy
Curriculum Unit Development Skill Event Curriculum Unit Development Unit Plan Curriculum Unit Development Rating Sheet Curriculum Unit Development
Choose four of the five domains from ELDS • Cognitive Development and General Knowledge • has sub domains: Math, Science, Social Studies • Total of eight activities from four of the five domains • Curriculum Areas are not limited • Chairperson must mark the display area and participants place the display within the designated area • Need to explain how activities helped children learn theme related concepts • Need to explain children’s participation and response New Rules and Procedures for Curriculum Unit
Teacher Resource Assessment Kit Skill Event Teacher Resource Assessment Kit Assessment Plan Teacher Resource Assessment Kit Rating Sheet Teacher Resource Assessment Kit
Students must create materials for kit AND assessment tools or methods for each learning experience • Learning experiences must be presented to children before presentation to evaluators • Data must be collected and analyzed • Student must show how data collected will drive instruction NEW RULES AND PROCEDURES FOR TEACHER RESOURCE ASSESSMENT KIT
Early Childhood Team Description Sheet Early Childhood Team Rating Sheet Early Childhood Team Event
Students bring own markers and rulers • Graphic Organizer has all 5 Early Learning and Development Standards (ELDS) • Block Plan/Schedule: • Time increments • Curriculum Areas • Designation of Routines and Transitions • 10 Learning Experiences • Responsibilities for each member • Assessments for Each Learning Activities • File Card explanation – not mandatory NEW RULES AND PROCEDURES FOR EARLY CHILDHOOD TEAM EVENT
Instructions for Prior to the Event • Overview of Event • Review Vocabulary • Point out need to make comments for less than perfect scores • Highlight listed points for evaluators • Discuss responsibilities during the presentation • Review comments/procedures – address issues as needed Chairperson Instructions
Highlight these points: • Score sheets are divided in four sections. Make sure the points taken off correlate to the indicators in that section. Avoid taking off points off in two areas for the same error/mistake. • If students do not offer information that is required, ask them a question to get the answer. Score accordingly. • Accommodations and Adaptations should relate to the special need the student identified. Students do not need to know accommodations for all areas of special needs • Keep event within required time limits. Stop presentations as required. if student did not finish required presentation points in time allowed, ask questions to allow explanation of points not covered. Score accordingly (example: instead of full points, give points for “answered with prompt”. • Perfect scores should not be given to reduce the need to break a tied score. All presenters should have something to improve upon. However, in the case of outstanding performances, one or two judges may give perfect scores to keep the presenter’s average at a high level.
